Reaction time, intelligence, and attention

The roles of attention in reaction time and in the relationships among reaction time, intelligence, and achievement were analyzed. The subjects were 105 seventh-grade children. The results were generally consistent with most studies involving the Hick paradigm: both mean reaction time and the standard deviation of reaction time correlated with the intelligence and achievement measures used. Reaction time measures were correlated with attention and perceptual speed as well as with general intelligence, or g. Implications of these results for current theories linking reaction time and intelligence are discussed.     

Reversal and nonreversal shifts in autistic children

Reversal and nonreversal shifts in nineteen 2- to 14-year-old autistic children were studied. Each child was taught both a reversal and nonreversal shift discrimination task. The reversal shift condition entailed teaching the child to respond to one (the S+) of a pair of stimuli during training and subsequently reversing the S+ during testing. The nonreversal shift condition consisted of teaching the child two unrelated discriminations during training and testing. The results indicated that the older autistic children did better on reversal shifts than younger children who did better on nonreversal shifts. These findings are consistent with those for normal children.     

Modes of information integration and Piagetian measures of concrete operational thought

The purpose of the study was to investigate the relationships between modes of information integration and performance on a variety of Piagetian concrete operational tasks. The sample consisted of 180 6- to 8-year-olds. Factor analysis of the Piaget tests revealed five interpretable factors: conversation of substance—equality, conservation of substance— inequality, conservation of number, class inclusion, and matrices. Factor analysis of the marker tests for information integration revealed two factors: simultaneous and successive. All the Piaget measures, with the exception of class inclusion, were related to the simultaneous factor. Class inclusion was weakly related to the successive factor.     

EYEMOVEMENT AND PERCEPTUAL ADAPTATION TO CURVATURE

It is proposed that perceptual adaptation is basically an immediate localized consequence of stimulation but can become generalized through a process of conditioning by temporal contiguity. Experimental conditions were designed to assess the aftereffect of adaptation to curvature under various combinations of eye position and eye movement activity for adapting vs. test periods. In general, the results support the hypothesis that perceptual adaptation to a visual stimulus can be associated with the nonvisual factors present at the time the adaptation occurs.     

Effects of medetomidine, an alpha-2 adrenoceptor agonist, and atipamezole, an alpha-2 antagonist, on spatial memory performance in adult and aged rats.

The effects of a novel, highly selective alpha-2 agonist, medetomidine, and its antagonist, atipamezole, were studied on the working memory of rats performing a spatial delayed alternation task. Testing was performed in two stages, at the age of 8.3 months (mean) and again when the rats were 17.6 months (mean). A low dose (3 micrograms/kg) and a high dose (30 micrograms/kg) of medetomidine improved the performance of the old rats in the memory task but had no effect on the young rats. The dose-response curve of medetomidine resembles that of guanfacine, another alpha-2 agonist. At the low dose of medetomidine (3 micrograms/kg) the animals showed no signs of sedation. Since medetomidine even at a low dose has a beneficial effect on the memory performance of old rats, it could be a good candidate for the treatment of age-associated memory dysfunction.     

Achieving incremental semantic interpretation through contextual representation.

While much work has been done investigating the role of context in the incremental processing of syntactic indeterminacies, relatively little is known about online semantic interpretation. The experiments in this article made use of the eye-tracking paradigm with spoken language and visual contexts in order to examine how, and when listeners make use of contextually-defined contrast in interpreting simple prenominal adjectives. Experiment 1 focused on intersective adjectives. Experiment 1A provided further evidence that intersective adjectives are processed incrementally. Experiment 1B compared response times to follow instructions such as 'Pick up the blue comb' under conditions where there were two blue objects (e.g. a blue pen and a blue comb), but only one of these objects had a contrasting member in the display. Responses were faster to objects with a contrasting member, establishing that the listeners initially assume a contrastive interpretation for intersective adjectives. Experiments 2 and 3 focused on vague scalar adjectives examining the time course with which listeners establish contrast for scalar adjectives such as tall using information provided by the head noun (e.g. glass) and information provided by the visual context. Use of head-based information was examined by manipulating the typicality of the target object (e.g. whether it was a good or poor example of a tall glass. Use of context-dependent contrast was examined by either having only a single glass in the display (the no contrast condition) or a contrasting object (e.g. a smaller glass). The pattern of results indicated that listeners interpreted the scalar adjective incrementally taking into account context-specific contrast prior to encountering the head. Moreover, the presence of a contrasting object, sharply reduced, and in some conditions completely eliminated, typicality effects. The results suggest a language processing system in which semantic interpretation, as well as syntactic processing, is conducted incrementally, with early integration of contextual information.     

Logic for dialogue games

The purpose of this paper is to work toward an explicit logic and semantics for a game theoretically inspired theory of action. The purpose of the logic is to explicate the conceptual machinery implicit in the dialogue-game model of rational discourse developed in Carlson (1983).A variety of ideas and techniques of modal and philosophical logic are used to define a model structure that generalizes the game theoretical notion of a game in extensive form (von Neumann and Morgenstern, 1944). Relative to this model structure, semantic characterizations are given to the action-theoretic notions oftime, possibility, belief, preference, ability, intention, action, andrationality. The unification of these characterizations under the game-theoretical paradigm leads to insights about the logical interdependences between these concepts.The resulting theory of rational interaction is applied to the explication of rational dialogue. The main benefit of the enterprise for a theory of rational dialogue is that concepts and results of game theory become accessible to the explication of dialogue. In particular, the task of proving the logical coherence of a discourse is reduced to the task of showing the rationality of strategy choices made in an associated dialogue game.     

Effects of situational aggression cues: a quantitative review

Meta-analytic procedures were used to assess the degree to which aggression-related cues present in the environment facilitate aggressive responding among negatively aroused subjects. The first study, which examined the so-called weapons effect, the effect of name-mediated cues, and other cue effects, showed clear evidence that aggression cues augment aggressive responses in negatively aroused subjects. This was true for the overall analysis and for name-mediated cues, but confirmation of the weapons effect was restricted to cases wherein subject sophistication and evaluation apprehension were low. A second study used partial correlation analysis to assess independently the effects of seven potential mediators of aggression cue effects. Of these, target-based facilitation and harm capacity of the aggressive response were found to mediate the magnitude of cue-facilitated aggression. A third study showed that these mediators augmented cue effects among neutral as well as negatively aroused subjects. These outcomes are interpreted as emphasizing the role of cognitive factors in the expression of both impulsive and nonimpulsive aggression.     

Effects of methylphenidate on the persistence of ADHD boys following failure experiences

We examined the effects of methylphenidate on the task persistence of 21 boys with attention-deficit hyperactivity disorder (ADHD), after they had been exposed to both solvable and insolvable problems. The boys attempted to solve 10 different find-a-word puzzles on each of 4 days, involving the crossing of medication (placebo vs. 0.3 mg/kg) and prior task difficulty (solvable vs. insolvable). The results revealed that medication prevented the decrement in performance following the insolvable problems that was evident with the placebo days. In addition, on medication compared with placebo, the boys were more likely to make external attributions for failure and internal attributions for success. The results are discussed in terms of the impact of medication on ADHD boys' performance as medicated by cognitivemotivational state mechanisms.This study was undertaken in the 1989 Summer Treatment Program conducted at Western Psychiatric Institute and Clinic. We thank the staff of the program for their cooperation, particularly Mary Vodde-Hamilton, Karen Greenslade, and Gary Vallano. The authors thank Monica Harris for her helpful comments.